Rethinking feedback: Playwriting pedagogy as teaching and learning for creativity

Reporting on a study of school based playwriting pedagogy, this article explores the teaching and learning experience created by teachers for students writing a play for external assessment. It explores teachers' views of their role in teaching a creative task and their views on the form and content of input and feedback. It argues that the teachers' belief in intrinsic creativity encouraged passivity in pedagogy and a focus on reactive feedback and problematisation, which paradoxically hindered student progress and proficiency. This article suggests the need for a paradigm shift, repositioning the teacher from passive facilitator to an interventionist dramaturg.